Review of Guiding Questions :
In Developing Post Secondary Expectations
How defined are the student's short term interests? How motivated is the student to meet his or her short term interests? How defined are the student's long term interests? How motivated is the student to meet his/her long term interests? What is the student's level of performance in skills that are essential for his/her long term interests? What are the future (long-term) areas where the student is likely to achieve age-appropriate mastery and what are the areas where the student is likely to have difficulty? Based on the preceding answers to the questions 1-6, is the resulting statement challenging yet feasible? Is the resulting statement outcome based? Is the resulting statement written at a level of specificity appropriate for the student's grade level?
In Developing a Course of Study
Have we established learning progressions that extend beyond high school? Have we established (and documented) multi-year progressions that will prepare the student to pursue his/her post secondary expectations? Have we included courses, activities, and linkages?
In Developing Annual Goals:
What is the desired intent of this goal? Is this goal written from a skill based perspective or a task based perspective? What am I teaching?
Is this annual goal essential for this student to learn this year in order to pursue his/her post secondary expectations? Why am I teaching it? How much support does the student need to learn this skill/achieve the desired result? Why am I teaching it this way?
Skill 1: Identify needed supports and activities
Skill 2: Identify and Access Community resources
Iowa Compass
We provide information and referrals about disability-related programs and services. Available through our toll-free phone service, email and web searches. The web searches can be accessed by clicking the web link "Search for Services"
Identifying Services, Supports, Activities, and Linkages
Summary:Services Activities Supports Accommodation Clarification and Description and Definition
Review of Guiding Questions :
In Developing Post Secondary Expectations
How defined are the student's short term interests? How motivated is the student to meet his or her short term interests? How defined are the student's long term interests? How motivated is the student to meet his/her long term interests? What is the student's level of performance in skills that are essential for his/her long term interests? What are the future (long-term) areas where the student is likely to achieve age-appropriate mastery and what are the areas where the student is likely to have difficulty? Based on the preceding answers to the questions 1-6, is the resulting statement challenging yet feasible? Is the resulting statement outcome based? Is the resulting statement written at a level of specificity appropriate for the student's grade level?
In Developing a Course of Study
Have we established learning progressions that extend beyond high school? Have we established (and documented) multi-year progressions that will prepare the student to pursue his/her post secondary expectations? Have we included courses, activities, and linkages?
In Developing Annual Goals:
What is the desired intent of this goal? Is this goal written from a skill based perspective or a task based perspective? What am I teaching?
Is this annual goal essential for this student to learn this year in order to pursue his/her post secondary expectations? Why am I teaching it? How much support does the student need to learn this skill/achieve the desired result? Why am I teaching it this way?
Skill 1: Identify needed supports and activities
Skill 2: Identify and Access Community resources
Iowa Compass
We provide information and referrals about disability-related programs and services. Available through our toll-free phone service, email and web searches. The web searches can be accessed by clicking the web link "Search for Services"
Home and Community Based Services
WIPAIowa Work Incentives Planning and Assistance